Eichhorn TPS Lesson Plan 1
TPS Lesson Plan
1. Was Total Destruction Inevitable?: The United States, Japan, and the Atomic Bomb
2. Overview
a. In this lesson, students will analyze a variety of primary source documents about the United
States dropping the atomic bomb on Japan. Ultimately, students will use these document
analyses to formulate their own opinion, citing evidence from the sources, on whether or
not dropping the atomic bomb on Japan was necessary to end the war. The intention of this
activity is to get students to think critically about the United States’ involvement in war.
3. Objectives (Students will be able to…..)
a. Identify who created a primary source, when, and for what purpose
b. Examine primary sources closely to form conjectures about their meaning and intent
c. Draw conclusions from a variety of primary sources
d. Use previous knowledge to place primary sources into historical context
e. Use primary sources to support an argument
4. Standards (State and Common Core)
a. Reading
i. Cite specific textual evidence to support analysis of primary and secondary sources,
connecting insights gained from specific details to an understanding of the text as a
whole
ii. Determine the central ideas or information of a primary or secondary source; provide an
accurate summary that makes clear the relationships among the key details and ideas
iii. Integrate and evaluate multiple sources of information presented in diverse formats
and media (e.g., visually, quantitatively, as well as in words) in order to address a
question or solve a problem
b. Writing
i. Introduce precise, knowledgeable claim(s), establish the significance of the claim(s),
distinguish the claim(s) from alternate or opposing claims, and create an organization
that logically sequences the claim(s), counterclaims, reasons, and evidence.
ii. Establish and maintain a formal style and objective tone whole attending to the norms
and conventions of the discipline in which they are writing
iii. Provide a concluding statement or section that follows from or supports the argument
presented
5. Time Required
a. This lesson will take a total of five-46 minute class periods (I teach on a block, so I will teach
this lesson over 4 days, using half of a 92-minute class period each day)
i. 92 minutes, day 1: obtaining background information on topic
ii. 92 minutes, day 2: distributing documents, analyzing one document as a whole class
iii. 92 minutes, day 3: analyzing rest of the documents
iv. 51 minutes, day 4: completing outline for essay
v. 92 minutes, day 5: writing final copy of essay
Eichhorn TPS Lesson Plan 2
6. Recommended Grade Range
a. This lesson plan is appropriate for high school students, grades 9-12
7. Subject/Topic
a. Content Area: Social Sciences—U.S. History
b. Specific Unit: U.S. involvement in WWII
PREPARATION
8. Materials Used
a. PBS Film, “Freedom: A History of Us”
b. “On Dropping the Bomb” by Bill Dietriech, Seattle Times staff reporter
c. The Americans, “The War in the Pacific” (ch25, sec3)
d. Excerpts from, “The Decision to Use the Atomic Bomb” by Henry L. Stimson
e. cornell notes organizer and assessment rubric
f. document analysis handout/graphic organizer
g. outline graphic organizer for DBQ
h. rubric for final essay
i. Elmo & LCD projector
9. Resources Used
a. “The wrecked framework of the Museum of Science and Industry in Hiroshima, Japan” by
Stanley Troutman (image, 1945)
b. Letter from Franklin D. Roosevelt to J. Robert Oppenheimer (1943)
c. “Lt. Colonel Perry Thomas” (1947)
d. “Second Atomic Bombing of Nagasaki, Japan” by the U.S. Army (image, 1945)
PROCEDURE
10. Description of Procedure
a. Day 1: Students will watch “Freedom: A History of Us” for background information about
the U.S. involvement in WWII; students will take notes regarding dates and events
b. Day 2: Students will complete Cornell Notes on a secondary source that highlights
important information about the U.S. involvement in WWII (a section of the textbook,
rubric for grading CNotes is in appendix)
c. Day 2: Students will receive the documents, we will analyze one document (chosen by a
vote by the students) as an entire class (for modeling purposes, set expectations)
d. Day 3: Students will finish Cornell Notes
e. Day 3: Students will continue to analyze the rest of the documents
f. Day 4: Teacher will go over the expectations for the outline; students will work on
completing the outline in preparation for the in-class writing assignment on day 5
g. Day 5: Students will spend the class period writing the essay; essay will be due at the end of
class
Eichhorn TPS Lesson Plan 3
11. Extension Ideas
a. This lesson might be extended through a Socratic Seminar discussion about the atomic
bomb or the consequences of actions during war (is war ever justified?)
b. This lesson could also be extended through the use of additional documents, both primary
and secondary sources, for a more thorough essay
EVALUATION
12. Evaluation
a. Student learning will be evaluated through the use of a rubric and based solely on whether
or not the student met standards (as identified through the Common Core)
b. Preparation of essay will not be graded; only final product will measure mastery of
standards
c. Please see attached rubrics (in appendix) for additional information/explanations
CREDITS
13. Designer: Alison Eichhorn
Eichhorn TPS Lesson Plan 4
Timeline of Events: Atomic Bombing of Japan:
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
1933: Hitler comes to power (Germany)
2 August 1939: Einstein writes to Franklin D. Roosevelt about the potential of Germany to
create atomic weapons
1 September 1939: Germany attacked Poland, beginning World War II
1939-1945: Manhattan Project (creation of the atomic bomb)
9 October 1941: Franklin D. Roosevelt gives approval for development of an atomic weapon
7 December 1941: Japan bombs U.S. naval base of Pearl Harbor
19 February 1942: Executive Order 9066
1942: Japanese Internment begins (on west coast of United States)
5 May 1943: Japan becomes primary target for the use of any future atomic bomb
6 June 1944: D-Day
1945: Scientists begin to warn President Truman of use of atomic weapons
January 1945: Executive Order 9066 rescinded
1 July 1945: Leo Szilard petitions Truman to stop making atomic bomb
16 July 1945: world’s first atomic detonation takes place in New Mexico
21 July 1945: President Truman orders atomic bombs to be used
26 July 1945: Potsdam Declaration is issued to Japan by the United States, calling for
surrender
28 July 1945: Japan rejects Potsdam Declaration
6 August 1945: bombing of Hiroshima
9 August 1945: bombing of Nagasaki
2 September 1945: Japan surrenders to the United States
7 May 1945: Germany surrenders in World War II
Eichhorn TPS Lesson Plan 5
Historical Background:
Retrieved from: http://chnm.gmu.edu/loudountah/activities/Extended_Truman_PSA.pdf
Truman
Truman took office as president upon the death of Franklin Delano Roosevelt (FDR) on April 12,
1945. At that time, Truman had no knowledge of the Manhattan Project and the development of the
atomic bomb; he was never been briefed on the project by FDR. Truman was fully briefed on the
Manhattan Project at the end of April 1945 by Secretary of War Henry Stimpson. In preparation for
Truman’s meeting with Churchill and Stalin at Potsdam, Truman appointed a high level group of
officials called the Interim Committee to advise him on all issues related to the atomic bomb.
The Potsdam Conference
In the early years of the war in the Pacific, FDR encouraged Stalin to declare war on Japan. He hoped
that this would require Japanese troop commitment in Manchuria, leaving fewer Japanese troops to
defend the home islands from an Allied invasion. By the spring of 1945, Soviet actions in Eastern
Europe led the Truman administration to rethink its position about Soviet participation in the war
against Japan. During the Potsdam Conference, Truman was informed of the successful test of the
atomic bomb in New Mexico on July 16, 1945. Truman told Stalin, without elaboration, that the U.S.
had a new significant weapon that he intended to use against Japan. Stalin told Truman at the
conference that the Soviet Union would enter the war against Japan in August. The Potsdam
Declaration issued by the allied powers on July 26, 1945, threatened Japan with “prompt and utter
destruction” if it did not surrender unconditionally. The declaration did not address the status of the
Japanese emperor in a post-war Japan, perhaps the most critical issue to the Japanese leadership.
The Atomic Bombs
As Truman was en route home from Potsdam, he authorized the use of two atomic bombs on four
potential Japanese targets – Hiroshima, Kokura, Nigata and Nagasaki – and transferred operational
control over the weapons to the U.S. military. The targets were chosen, at the recommendation of the
Interim Committee, because they were significant military targets surrounded by homes and other
buildings that would be susceptible to damage so that the Japanese leadership could easily evaluate the
devastating power of the atomic bomb. Hiroshima was bombed on August 6, 1945. Approximately
80,000 people were killed immediately with an additional 80,000 wounded. The Soviet Union declared
war on Japan on August 8. On August 9, Nagasaki was bombed after the primary target – Kokura –
was discarded for weather related reasons. At Nagasaki, approximately 40,000 people were killed with
an additional 40,000 wounded. Japan surrendered on August 14, 1945, after the U.S. notified the
Japanese leadership that the emperor would be permitted to continue to reign, albeit under the control
of allied occupation forces.
U.S. Public Opinion
Most Americans believed that Japan got what it deserved. The memory of Pearl Harbor had not faded.
At the end of 1945, Fortune magazine published a survey showing that fewer than 20% of the
American public had any moral reservations about the use of the atomic bombs, and more than 50%
believed that the use of atomic weapons against Japan had been appropriate. An additional 23% of
Americans indicated that they were sorry that the war ended before more atomic bombs could be used.
Eichhorn TPS Lesson Plan 6
Appendix A: Document Packet (6 pages)
Name: ____________________________________________________________
Date: ________________________________________ Period: __________
Tab: __Does the Good of the Many Outweigh the Good of the Few?_
Document Analysis: The United States, Japan, and the Atomic Bomb
Directions: Using the documents, you will be writing a paragraph that answers the question:
“According to the documents, to what extent was the use of the
atomic bomb necessary to ending the United States’ war with Japan
during World War II?”
DOCUMENT A
Eichhorn TPS Lesson Plan 7
DOCUMENT B
Eichhorn TPS Lesson Plan 8
Eichhorn TPS Lesson Plan 9
DOCUMENT C
Eichhorn TPS Lesson Plan 10
DOCUMENT D
in February 1947. The piece was intended as a response to mounting public criticism of the decision to use atomic
weapons against Japan, including from highly respected public figures such as Albert Einstein.
Document Excerpts with Questions (Complete document follows this section)
Eichhorn TPS Lesson Plan 11
From Harper’s Magazine, February 1947. © The Harper’s Magazine Foundation. Reproduced here with the indirect permission of
the Harper’s editors: “In view of the exceptional public importance of this article, permission is given to any newspaper or
magazine to reprint it, in part or (preferably, since its effect is cumulative) in full, with credit to Harper’s Magazine but without
charge.” The version reprinted here is a reproduction of the version reprinted by Education About Asia at
http://www.aasianst.org/EAA/StimsonHarpers.pdf.
DOCUMENT E
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Questions:
1. On what basis does Stimson justify the use of the atomic bombs on
Hiroshima and Nagasaki?
2. If you were an American journalist with the opportunity to ask Stimson three
questions regarding the decision to drop the bombs, what would those
questions be?
3. Why do you think Japan’s wartime military leaders are referred to here as
“terrorists”? Do you think this label is appropriate?
4. How does this document present the role of the Emperor? Why do you think
Stimson emphasized the Emperor’s role?
#
Eichhorn TPS Lesson Plan 12
Appendix B : Document Analysis Packet (3 pages)
Name: ____________________________________________________________
Date: ________________________________________ Period: __________
Tab: __Does the Good of the Many Outweigh the Good of the Few?_
Document Analysis: The United States, Japan, and the Atomic Bomb
Directions: Using the documents, you will be writing a paragraph that answers the question,
“According to the documents, to what extent was the use of the
atomic bomb necessary to ending the United States’ war with Japan
during World War II?”
Directions: Using your documents sheet, analyze each of the three documents. Be sure that you
include the analysis of how the document helps to prove the thesis!
Document Analysis
Document: _____ Source: _____________________________ Author: _______________________
Date: _________________________
Main Idea & Category
(what is this document about?
What category/topic does this
document fit in?)
Primary Source ¨
Secondary Source ¨
Describe
(provide basic information &
quote a specific piece of
information from the document—
the facts)
(Check One)
Evaluate
(What can you infer about this
document? Does it suggest that
the bomb should or should not
have been dropped?)
Eichhorn TPS Lesson Plan 13
Document: _____ Source: _____________________________ Author: _______________________
Date: _________________________
Main Idea & Category
(what is this document about?
What category/topic does this
document fit in?)
Primary Source ¨
Secondary Source ¨
Describe
(provide basic information &
quote a specific piece of
information from the document—
the facts)
(Check One)
Evaluate
(What can you infer about this
document? Does it suggest that
the bomb should or should not
have been dropped?)
Document: _____ Source: _____________________________ Author: _______________________
Date: _________________________
Main Idea & Category
(what is this document about?
What category/topic does this
document fit in?)
Primary Source ¨
Secondary Source ¨
Describe
(provide basic information &
quote a specific piece of
information from the document—
the facts)
(Check One)
Evaluate
(What can you infer about this
document? Does it suggest that
the bomb should or should not
have been dropped?)
Eichhorn TPS Lesson Plan 14
Document: _____ Source: _____________________________ Author: _______________________
Date: _________________________
Main Idea & Category
(what is this document about?
What category/topic does this
document fit in?)
Primary Source ¨
Secondary Source ¨
Describe
(provide basic information &
quote a specific piece of
information from the document—
the facts)
(Check One)
Evaluate
(What can you infer about this
document? Does it suggest that
the bomb should or should not
have been dropped?)
Document: _____ Source: _____________________________ Author: _______________________
Date: _________________________
Main Idea & Category
(what is this document about?
What category/topic does this
document fit in?)
Primary Source ¨
Secondary Source ¨
Describe
(provide basic information &
quote a specific piece of
information from the document—
the facts)
(Check One)
Evaluate
(What can you infer about this
document? Does it suggest that
the bomb should or should not
have been dropped?)
Eichhorn TPS Lesson Plan 15
Appendix C: Outline (2 pages) Name: ____________________________________________________________
Date: ___________________________________________ Period: _______
Tab: ___Does the Good of the Many Outweigh the Good of the Few?__
Document-Based Question Paragraph Outline: The United States, Japan, and the Atomic Bomb
______________________________________________________________
______________________________________________________________
______________________________________________________________
OUTSIDE INFORMATION
- Tell the reader:
- What WWII was about
- What happened at Pearl
Harbor and when
- What was the Manhattan
Project?
- what was the atomic bom?
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
THESIS (CLAIM)
- What is your answer to the
question being asked?
- Remember……DO NOT use
personal pronouns (I
think…..)
- What are the 2-3 reasons why
you are making this claim?
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
FIRST PIECE OF EVIDENCE
- What is/what is the name of this
piece of evidence?
- What is the main idea/message of
this piece of evidence?
- How does this piece of evidence
prove your claim (thesis) is correct?
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
Eichhorn TPS Lesson Plan 16
______________________________________________________________
______________________________________________________________
______________________________________________________________
SECOND PIECE OF
EVIDENCE
- What is/what is the name of this
piece of evidence?
- What is the main idea/message of
this piece of evidence?
- How does this piece of evidence
prove your claim (thesis) is correct?
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
THIRD PIECE OF
EVIDENCE
______________________________________________________________
- What is/what is the name of this
piece of evidence?
- What is the main idea/message of
this piece of evidence?
- How does this piece of evidence
prove your claim (thesis) is correct?
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
CONCLUSION
- Tell the reader:
- In summary, what your
evidence (documents) prove
- Your answer to the thesis
- This should not be more
than 2-3 sentences!
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
Eichhorn TPS Lesson Plan 17
Appendix D: “Dropping the Bomb” Performance Assessment Rubric
Name _____________________________________ Date _____________________ Score: ______________ out of 24 = __________ out of 4
Criteria
Thesis
(CCWS 11-1a, 1b)
Citations/Use
of Documents
(CCRS 11-1)
Introduction/
Transitions/
Conclusion
0
Not
present.
Not
present.
Not
present.
(CCWS 11-1c, 1e)
Analysis/
Evaluation of
Sources
Not
present.
(CCRS 11-9, CCWS 11-9)
Tone/
Organization
Progressing (1)
The thesis introduces a claim
that is either vague and/or does
not relate directly to the prompt
The thesis introduces a claim and
somewhat creates an organization that
is followed throughout the entire essay
Uses 1-2 sources.
Uses at least 3 documents
Citations are incorrect or are not
in MLA format
An introduction and conclusion
are present but underdeveloped
(CCWS 11-1d, 4)
Mechanics
(CCWS 11-4)
Not
present.
The introduction and conclusion
are clear and mostly well
developed
The essay analyzes a variety of sources
and uses texts to develop the thesis
over the course of the essay
Evidence is described with
general accuracy, but not
analyzed or evaluated.
Evidence is accurately described; some
is analyzed or evaluated.
Consideration of the sources
primarily relies on source line
and factual accuracy.
Consideration of the documents
primarily relies on source line, factual
accuracy, and some analysis of main
ideas.
Sentences show a little variety
and word choice is appropriate
Errors may be distracting and
may occasionally impede
understanding
Uses at least 4 documents
The introduction and conclusion are
clear and somewhat developed
Categories of analysis are
limited, or one may be missing.
Language shows a basic
control
The thesis introduces a unique
claim and creates an organization
that is followed throughout the
entire essay
Citations are correct; most are in MLA
format with less than 6 minor errors
Transitions are simple; they help to
connect paragraphs
The essay does not establish and
maintain a formal and objective
tone
Competent (3)
Citations are correct; all are in
MLA format with only 2-3 minor
errors
Transitions are apparent, but
some are missing and impede
understanding of the text
The essay lacks organization
Not
present.
Meets (2)
The organization of the essay is
apparent but predictable
The essay mostly establishes and
maintains a formal and objective tone,
with minor deviations in the
conventions of language (uses the 1st
person occasionally)
Transitions are strategic; some aid
in the fluency of the essay
The essay analyzes a variety of
sources and uses texts to develop
the thesis over the course of the
essay
The essay uses counterclaims, but
use is limited and/or not effective
Evidence from sources is
accurately described and well
analyzed. Evaluation of most
evidence connects it to the thesis.
The organization of the essay is
clear, although it may be
predictable
The essay mostly establishes and
maintains a formal and objective
tone, with minor deviations in the
conventions of language
Language is adequate
Language is competent
Some sentence variety and
appropriate word choice
Sentences are somewhat varied
and word choice is sometimes
varied and precise
There may be some distracting
errors, but they do not impede
understanding
There may be a few errors, but
they are rarely distracting
Exceeds (4)
The thesis introduces a clear, welldeveloped claim and creates a coherent
organization that is followed throughout
the entire essay
Uses at least 4 sources
Citations are correct (MLA format with
1 or less minor errors)
The introduction and conclusion are
effective, clear, and well developed
Transitions are strategically placed and
aid in the fluency of the overall essay;
they help to connect ideas and arguments
The essay analyzes a variety of texts and
uses the texts to develop the thesis
(effectively using both claims and
counterclaims) over the course of the
essay
Evidence from sources is accurately
described, insightfully analyzed, and
effectively evaluated to connect to the
thesis statement.
The organization of the essay is clear.
Categories of analysis directly and
effectively support the thesis.
The essay establishes and maintains a
formal and objective tone
The essay shows a good command of
language
Sentences are varied and word choice is
varied and precise
There are few, if any, errors to distract
the reader
Eichhorn TPS Lesson Plan 18
Appendix E: Cornell Notes Handout and Rubric (2 pages)
Name: ____________________________________________________________
Date: ________________________________________ Period: __________
Tab: __Does the Good of the Many Outweigh the Good of the Few?_
Cornell Notes
Title of Work: “___________________________________________________”
Author: ________________________________________
Specific Pages: ___________________________
Questions/Comments/Reactions
Notes (must relate to questions or main idea)
Summary (2 good sentences summarizing all the notes from above):
Eichhorn TPS Lesson Plan 19
Name: ____________________________________________________________
Date: ________________________________________ Period: __________
Tab: __Does the Good of the Many Outweigh the Good of the Few?_
Cornell Notes Assessment Rubric
Criteria
Accuracy of
Notes
(CCRS 11-7)
Integrity of
Notes
Questions
Summaries
(CCRS 11-2)
Thoroughness
(CCRS 11-3)
Performance Criteria and Range of Scores
2
3
1
Notes contain
frequently inaccurate
descriptions,
explanations, details,
and definitions.
Notes are rarely
written in the
student’s own
language; instead,
they copy the glossary
definitions and mimic
the language of the
text.
Questions are
incompletely phrased
and/or do not address
many of the notes.
Most questions call
for superficial
answers.
Notes contain some
inaccurate
descriptions,
explanations, details,
and definitions.
Notes are mostly
written in the
student’s own
language, using key
terms and phrases
from the text as
appropriate.
Notes contain mostly
accurate descriptions,
explanations, details,
and definitions.
Questions are usually
answered by the notes
on the right, but some
notes do not have
corresponding
questions. Many
questions call for
superficial answers.
Summaries are rare.
When they appear,
they are incomplete
sentences and/or
contain inaccurate
and irrelevant
information.
Summaries appear on
every page but are less
than two sentences.
Summaries contain
somewhat relevant
and important
information.
The set of notes,
questions, and
summaries covers less
than 70% of the
assigned pages.
The set of notes,
questions, and
summaries covers
about 75% of the
assigned pages.
Questions are
answered by the notes
on the right. Most
questions call for
answers that are
descriptive or
explanatory (underthe-surface as
opposed to
superficial).
Summaries appear on
every page and
provide two sentences
of good information,
although the
information might not
be the most
important.
The set of notes,
questions, and
summaries covers
most (about 90%) of
the assigned pages.
Notes are almost
always written in the
student’s own
language, using key
terms and phrases
from the text as
appropriate.
4
Notes contain
factually accurate
descriptions,
explanations, details,
and definitions.
Notes are written in
the student’s own
language, using key
terms and phrases
from the text as
appropriate.
Questions are
answered by the notes
on the right. Almost
all questions call for
answers that are
descriptive or
explanatory (underthe-surface as
opposed to
superficial).
Summaries appear on
every page and
provide two sentences
of accurate, important
information.
The set of notes,
questions, and
summaries covers all
of the assigned pages.
Accuracy _____ + Integrity _____ + Questions ______ + Summaries ______ + Thoroughness
______ =
TOTAL: _____________ out of 20/5 = ____________ out of 4
Eichhorn TPS Lesson Plan 20
Appendix F: “Freedom: A History of Us” film notes (2 pages)
Name: ____________________________________________________________
Date: ________________________________________ Period: __________
Tab: __Does the Good of the Many Outweigh the Good of the Few?_
Film: “Events of WWII”
“When my brother and I built and flew the first man-carrying flying machine, we thought we were
introducing to the world an invention that would make further wars practically impossible. Governments
would realize the impossibility of winning by surprise attacks and no country would entry into war with
another when it knew it would simply have to wear out the enemy.” – Orville Wright
1. In Germany conquered _______________________________ &
______________________________.
2. Nazis marched into ______________________________ in 1939. Britain & France declared
war on Germany.
3. By June 1940, Holland, Belgium, Norway and France had all fallen to
_______________________.
4. The U.S. maintained its position of ________________________________.
5. Then, in June 1941, Germany invaded the ________________________________.
6. On December ________, _______________________ the President sent word he could not
attend dinner with his wife, Eleanor, because
________________________________________________.
7. By the time the Japanese planes left, the U.S. Pacific fleet had been crippled and
________________________ had died. Congress responded by
______________________________.
8. What was the effect of President Roosevelt’s executive order 9102?
9. June 6, 1944 was known as ________________________. ____________________ soldiers died
before reinforcements arrived. They were shot down at the water’s edge in the country of
__________________________________.
Eichhorn TPS Lesson Plan 21
10. How did the country react when President Roosevelt died?
11. Who became President?
12. August 6, 1945 _______________________________________ on the Japanese city of
Hiroshima. _____________________________ Japanese were killed instantly.
After the Video
1. Where were the two fronts of the war? Where did the Allies achieve victory first?
2. President Truman issued the warning, “We will completely destroy Japan’s power to make
war.” What did he mean?
Eichhorn TPS Lesson Plan 22
Appendix G: Cornell Notes Reading (1 of 10 pages shown)
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The War in the Pacific
WHY IT MATTERS NOW
MAIN IDEA
In order to defeat Japan and
end the war in the Pacific,
the United States unleashed
a terrible new weapon, the
atomic bomb.
Countries of the modern world
struggle to find ways to prevent
the use of nuclear weapons.
Terms & Names
•Douglas
MacArthur
•Chester Nimitz
•Battle of Midway
•kamikaze
•J. Robert
Oppenheimer
•Hiroshima
•Nagasaki
•Nuremberg trials
One American's Story
The writer William Manchester left college after Pearl
Harbor to join the marines. Manchester says that, as
a child, his “horror of violence had been so deepseated that I had been unable to trade punches with
other boys.” On a Pacific island, he would have to
confront that horror the first time he killed a man in
face-to-face combat. Manchester’s target was a
Japanese sniper firing on Manchester’s buddies from
a fisherman’s shack.
A PERSONAL VOICE WILLIAM MANCHESTER
“ My mouth was dry, my legs quaking, and my eyes
—from Goodbye Darkness: A Memoir of the Pacific War
The Pacific War was a savage conflict fought with raw courage. Few who took
part in that fearsome struggle would return home unchanged.
The Allies Stem the Japanese Tide
While the Allies agreed that the defeat of the Nazis was their first priority, the
United States did not wait until V-E Day to move against Japan. Fortunately, the
Japanese attack on Pearl Harbor in 1941 had missed the Pacific Fleet’s submarines.
Even more importantly, the attack had missed the fleet’s aircraft carriers, which
were out at sea at the time.
784
CHAPTER 25
!
out of focus. Then my vision cleared. I . . . kicked
the door with my right foot, and leapt inside. . . .
I . . . saw him as a blur to my right. . . . My first shot missed him, embedding
itself in the straw wall, but the second caught him dead-on . . . . A wave of blood
gushed from the wound. . . . He dipped a hand in it and listlessly smeared his
cheek red. . . . Almost immediately a fly landed on his left eyeball. . . . A feeling of
disgust and self-hatred clotted darkly in my throat, gagging me.”
American soldiers
on Leyte in the
Philippine Islands
in late 1944.